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Observation Notebook
- Halloween candies were given. - Textbook: North Star 2- Reading and Writing.
- There is a world map on the wall Reading 1 P.85/ Reading 2 P.88,89 / Synthesis
task P.92
Teaching
for some students because they had to choose only three information
sentences from the box to fill in the paragraph
4. move to part II of the exam complete the outline, told the students
that this was also challenging for some students
5. went through the writing rubric checklist, told students that each x
mark on the checklist tells students strength and weakness in writing,
students should keep those in mind so that they can improve next time
9:15-9:18 6. started the lesson for Chapter 4
7. told the students they will be group work (2 groups of 4/1 group of 5)
9:18-9:22 8. told students that they were going to talk about reading 1 (they have
already both reading articles yesterday)
In your group, talk to your members what do you remember about
subway in New York city?
9. assigned one group leader for each group and remind him/her they
should lead the group discussion
10. told the students to discuss reading 2 (subway in Tokyo)
9:22-9:30 11. synthesis task (p.92) before students work on the task, asked students
what is synthesis
12. reminded students that they were going to complete the chart in groups,
they had to make decisions together
The chart is about rules in the subway, students is going to compare
which rule is mentioned in reading 1 (NYC) and which is mentioned in
reading 2 (Tokyo) or, which rule is mentioned in both reading.
9:30-9:35 13. stood in the middle of the classroom and joined each group discussion
for a couple minutes
comparison chart.
16. introduced the grammar for the writing-imperative sentences. Typed
examples on the TV screen.
Example
1. Dont put your feet on the seat!
2. You should not put your feet on the seat.
3. Please dont put your feet on the seat.
4. Remember to keep your feet on the floor.
17. ranked the examples with students based on the politeness each
sentence showed
9:40-9:50 18. typed two imperative sentences using one rule mentioned in the
textbook on the screen
Examples
1. In Tokyo you should not talk on a cell phone, but you can in NYC.
2. Although you should not talk on a cell phone in Tokyo, you can in
NYC.
19. checked the writing work of students who finished first and gave
feedback on their sentences
20. helped one student who had questions while writing, looked at the
sentence he wrote and told him how he can revise the sentence
21. told students that this class will end at 10:00 and they will take a break
from 10:00-10:10
10:00 End the observation
providing students with the information and tools they need to master a subject. At times,
teachers act like tutors, working with small groups of students or individual students
within the classroom or after class. Teachers also play the role of evaluators, constantly
from this program on the issue of teachers role in language learning in different subjects.
I tried to integrate knowledge I learned from my high school major in early childhood
experiences. I found that teachers role in the classroom is a really important factor in
teaching among subjects. How did the teacher switch his/her role in the English
In the lesson I observed, I found that the role of the instructor changed from the
leader who led students to check answers of their exam, to facilitator who helped students
be more familiar of the new grammatical knowledge with examples modeled, to a tutor in
the group discussion who discussed the issues with small groups, and then the monitor
who checked individuals writing works on the imperative sentences. Each roles that she
turned into influenced students learning. Developing a variety of roles in the classroom
can also ease students so that they wont feel like the lesson is always controlled and
teacher-centered.
The pre-discussion before doing the comparison checklist in groups was also effective for
peer learning because students had opportunity to share the knowledge they received
from the readings, which was also another good example of student-centered activity. It
was also important to learn synthesizing strategy for reading comprehension because
students will be able to gather new ideas from the reading, interpret the ideas and
combined them with their prior knowledge in order to complete the task (comparison
chart). Such task and reading strategy benefits the learners because it can ease their
after the task is completed, which they will be more motivated for using the language in
Reference
https://owl.english.purdue.edu/owl/resource/560/10/